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Paul Warwick

Paul Warwick - Primary Science

Position/Status

Lecturer - Primary Science, ICT and Professional Studies

E-mail Address

ptw21@cam.ac.uk

Phone

01223 767544

Qualifications

BEd (Hons), BSc, MEd

Membership of Professional Bodies/Associations
  • Association for Science Education
  • British Educational Research Association
  • Member of Reflective Teaching Editorial Board (Chair: Professor Andrew Pollard) http://www.rtweb.info/

Profile

Paul is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of ICT in teaching and learning, and the professional development of trainee and beginning teachers. His research interests have centred around young pupils' developing understanding of the scientific approach to enquiry and the ways in which ICT might help to facilitate classroom learning. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners.

Paul is a member of Early Years / Primary Masters PG science, ICT and professional studies teams. He is a Section 1 (assignments) examiner and has responsibility for managing the use of the CamTools learning platform on the EY/PR PG course. He also co-ordinates professional placements and teaches science courses on the Education Studies BA.

As a member of the editorial board of Reflective Teaching, Paul is responsible for updating and revising both the Reflective Teaching books (Continuum) and the RTwebsite.

Academic Area/Links

  • Science for the 3-13 age range
  • General professional studies, with a key focus on effective teaching and learning
  • ICT in teaching and learning
  • Sociocultural theory and application in educational settings

Research Topics

  • Procedural aspects of science
  • The use of writing frames in science Pedagogy and science
  • Understanding reflective teaching
  • ICT and pedagogy (particularly in primary science)
  • Assessment

Current Research Projects

  • Dialogic teaching and Interactive Whiteboards (with Sara Hennessy)
  • Interactive Whiteboards and collaborative pupil learning in primary science (ESRC project RG49888, with Neil Mercer, Ruth Kershner and Judith Kleine Staarman)
  • Trainee teacher assessment values and practice (with Jane Warwick and Mark Winterbottom)

Course Involvement

Undergraduate; Key Stage 2/3 postgraduate; Primary postgraduate

Recent Publications

Kershner, R. and WARWICK, P. (2008) Primary teachers' understanding of the interactive whiteboard as a tool for children's collaborative learning and knowledge-building. (In press). Learning, Media and Technology

Sparks Linfield, R., WARWICK, P. & Parker, C. (2008) 'I'm putting crosses for the letters I don't know': assessment in the early years, in D. Whitebread & P. Coltman (eds) Teaching and Learning in the Early Years: 3rd. Edition (London: Routledge)

Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J. & WARWICK, P. (2008) Reflective Teaching: 3rd. Edition. London: Continuum

WARWICK, P. (2007) A return to reflective practice Into Teaching, Part 15

WARWICK, P. (2007) Echoes of Plowden? Opportunities and pressures evident in teachers' experience of autonomy and accountability in one school community, Forum, 49, 1&2, 33-38

WARWICK, P., Wilson, E. & Winterbottom, M. (eds) (2006) ICT and Primary Science. Buckingham: Open University Press/McGraw Hill

(This publication includes the chapter: WARWICK, P. & Kershner, R. (2006) 'Is there a picture of beyond?' Mind mapping, ICT and collaborative learning in primary science)

Kershner, R. & WARWICK, P. (2006) Replacement or transformation? Teacher research into learning processes associated with interactive whiteboard use in primary classrooms. Paper presented at BERA 2006 Annual Conference, Warwick University, 6-9 September

Swaffield, S. and WARWICK, P. (2006) Re-conceptualising reflective teaching in the 21st. Century: How do 'Fast Track' trainee teachers begin to link ideas about reflection and ideas about leadership? Reflective Practice, Vol 7, No 2, 247-263

WARWICK, P. and Cunningham, P. (2006) Progressive alternatives? Teachers' experience of autonomy and accountability in the school community, Education 3-13, Vol 34, No.1, pp27-36

WARWICK, P. and Siraj-Blatchford, J. (2006) Using data comparison and interpretation to develop procedural understandings in the primary classroom: case study evidence from action research, International Journal of Science Education, Vol 28, No.5, pp443-467

Stephenson, P., Sword, F. and WARWICK,P. (2005) Ancients Appliance of Science, Journal of Education in Museums, 26, GEM

Pollard, A. with Collins, J., Simco, N., Swaffield, S., Warin, J. and WARWICK, P. (2005) Reflective Teaching: 2nd. edition (London: Continuum)

WARWICK, P. and Maloch, B. (2003) Scaffolding speech and writing in the primary classroom: a consideration of work with literature and science pupil groups in the USA and UK, Reading, Literacy and Language, Vol 37, No 2, 54-63

WARWICK, P., Stephenson, P., Webster, J. & Bourne, J. (2003) Developing pupils' written expression of procedural understanding through the use of writing frames in science: findings from a case study approach, International Journal of Science Education, Vol. 25, No.2, 173-192

Sparks Linfield, R. and WARWICK, P. (2003) 'Is it like the school bus?: assessment in the early years, in D. Whitebread (ed.) Teaching and Learning in the Early Years: 2nd. Edition (London: Routledge)